Impact of Cooperative Learning
IMPACT OF COOPERATIVE LEARNING ON GRADE 7 MATHEMATICS CLASS
(Strand: Pedagogy, Strategies)
Bernardo Cristino P. Altamira
Department of Education
Region IV-A
Division of Quezon
A report on an action research
August 2013
ABSTRACT The Department of Education points to K to 12 Enhanced Basic Education program to address one of the main weaknesses of the Philippine educational system—the congested curriculum. Students are hardpressed to learn in 10 years a curriculum that is actually designed for 12 years in other countries. Hence, Filipino students are not able to achieve comprehension and mastery, particularly of core subjects. With K to 12, students will develop competencies and higher order thinking skills through one of the key features of the program which is the provision of time for independent/cooperative learning. It has the purpose to develop student capacity for self-directed learning, teamwork, goal-orientation, sense of responsibility and accountability for results. (DepEd Order 31, s. 2012) Cooperative learning is a teaching arrangement that refers to small, heterogenous groups of students working together to achieve a common goal (Dotson, 2001). Students work together to learn and are responsible for their teammates’ learning as well as their own. This action research was done to a Grade 7 class of Sto. Angel National High School in Calauag, Quezon, Philippines. The research investigated whether cooperative learning would lead to a better understanding of the mathematical concepts. The implementation of cooperative learning groups included the purpose of improving students’ attitudes toward the subject and their academic competencies. Participants included high school students in Grade 7 mathematics. Treatment involved requiring students to work in purposefully structured groups over the course of several weeks. Students completed attitude surveys and interviews. The teacher and peer made observations, and together with
(Strand: Pedagogy, Strategies)
Bernardo Cristino P. Altamira
Department of Education
Region IV-A
Division of Quezon
A report on an action research
August 2013
ABSTRACT The Department of Education points to K to 12 Enhanced Basic Education program to address one of the main weaknesses of the Philippine educational system—the congested curriculum. Students are hardpressed to learn in 10 years a curriculum that is actually designed for 12 years in other countries. Hence, Filipino students are not able to achieve comprehension and mastery, particularly of core subjects. With K to 12, students will develop competencies and higher order thinking skills through one of the key features of the program which is the provision of time for independent/cooperative learning. It has the purpose to develop student capacity for self-directed learning, teamwork, goal-orientation, sense of responsibility and accountability for results. (DepEd Order 31, s. 2012) Cooperative learning is a teaching arrangement that refers to small, heterogenous groups of students working together to achieve a common goal (Dotson, 2001). Students work together to learn and are responsible for their teammates’ learning as well as their own. This action research was done to a Grade 7 class of Sto. Angel National High School in Calauag, Quezon, Philippines. The research investigated whether cooperative learning would lead to a better understanding of the mathematical concepts. The implementation of cooperative learning groups included the purpose of improving students’ attitudes toward the subject and their academic competencies. Participants included high school students in Grade 7 mathematics. Treatment involved requiring students to work in purposefully structured groups over the course of several weeks. Students completed attitude surveys and interviews. The teacher and peer made observations, and together with
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